The lecture states ( around 47:00 ) that only land owning men could vote, but ancient Athens did not have a property qualification for voting in the Assembly. Any free Athenian man could vote in the Assembly and serve on juries, whether he owned property or not. In 594 BC, Solon allowed all male Athenian citizens to participate in the Assembly, regardless of class, including the thetes, who were poor laborers living paycheck to paycheck. The suffrage was more widely distributed in ancient Athens than it was in early America. The Areopagus may have had a property qualification, but not the Assembly. Excellent lecture, despite my quibble about the franchise.
I’m 50 and taking A level philosophy. This was most excellent 🙌🏼 Edit Oh I just read this is degree level, might be out of my depth a bit! Looking forward to part 2 and off to read the dialogue again☺️
loved your part one. i just wanted to add that it mayb e good to mention that euthyphro= ΕΥΘΥΦΡΩΝ = ΕΥΘΥ+ ΦΡΩΝ = Straight thinker which might qualify as Socratic irony too. thanks
I enjoyed your presentation on the Euthyphro and I am excited to see you have presentations on other dialogues. Thank you. During the introduction you hit briefly on the difficulty of discerning whether Socrates-as-depicted is anything like the historical Socrates. I may be way off the mark here but I feel that Plato's aporetic dialogues are maybe a truer depiction of Socrates as he was. After all, Socrates supposedly professed to know very little about anything. On the other hand, anytime Socrates proffers "his own" opinion I think Plato was using his old tutor merely as a voice for his thoughts. The former dialogues are almost predominantly among Plato's earlier works while the latter fall within his transitional and later works -- when Plato would have more fully developed his own philosophy. What do you think?
He leaves the door open to new ideas. A serious answer might be that the door is locked, but he allows everyone access in and out. It could be many possible reasons: air circulation, listening to the hallway, someone asked him to keep it open, or he wants people to feel open, comfortable and relaxed. Dunno man.
My father served during the Vietnam War and I wouldn't prosecute him for murdering vietnamese people. Maybe the vietnamese government would prosecute him, but I don't know. For myself, piety has little to do with anything.
One of the fun things that comes with recording one's own lectures, is learning about all the weird little subconcious tics one has. The whole closing the door but not all the way thing is not something I realized I did until people on youtube pointed it out to me. If I had to put together a _post hoc_ rational reconstruction, it's that there was probably some noise in the hall, so I wanted to shut the door. But sometimes these classroom doors lock when you close them, and I don't want anyone who was late, or who ducked out to go the the RR to be locked out. So maybe this is the meaning? Or maybe it's just some weird thing I do for no good reason.
@@adamrosenfeld9384 As a person who does such things on the regular basis, I just find it, somewhat, delightful, to know that I am probably not so crazy. And, yeah, thank you for your vids from all those 17 yo philosophy-enthusiasts such as myself, really appreciate what you are doing.
This is part of the problem. Why would anyone pay for this? The conversation had by a gathering of curious minds and careful readers would bear far more fruit than this all too popular "I'm the funny professor" stand up routine. A shame. Anyone wishing to dive into Plato seriously would have to rid themselves of the habits of mind that attending classes like this causes.
@@GCU-GreyArea Criticism of pedagogy and tone is hardly ad hominem. I could care less about the the prof personally. As far as I'm concerned the school that writes his check encourages such spectacle
@Grandis Cogitare Had just finished reading the text and was looking for someone to provoke thought. As Plato teaches us sometimes we must turn around after the fact to understand what what we were doing. And I'd call it disappointed more than serious. I didn't know it was going to a "clown show"
@Grandis Cogitare Perhaps. By all means cite in the lecture where you believe my "limited capacity" is most obvious and likewise where the "complex information" is. (I'm sure with your enormous capacity you effortlessly see the irony that were there "complex info" my criticism would become stronger.)
@Grandis Cogitare Is that Descartes? If it is perhaps a better question for you to ask, if you wish to maintain a criticism, is what habits of mind I might be referring to or, ultimately, why teach Plato at all?
@Grandis Cogitare lol . a simple "yes that is descartes" would've sufficed. All you've done is push the problem back to "why study philosophy at all?". Furthermore, Plato, and Aristotle, were comprehended just fine for centuries without the thing you deem necessary. It seems that in order to affirm your view philosophy must first be rejected in and footnoted to history. Lastly, I'm not sure efficiency is the right approach. It encourages categorizing and instrumental uses of reason when there is far more to be learned and discovered in the text. Again, I am not criticizing the profs personal character that would called ad hominem unless you've, with your high capacity mind no doubt, expanded the definition to everything anyone does whereby the prof could be masturbating and any criticism would be deemed ad hominem. None of what I stated is "to the man" but, again, to the approach which is content and methodological. I even made a concession that perhaps his lively hood is at stake and he is being paid to teach this exact class.
The lecture states ( around 47:00 ) that only land owning men could vote, but ancient Athens did not have a property qualification for voting in the Assembly. Any free Athenian man could vote in the Assembly and serve on juries, whether he owned property or not. In 594 BC, Solon allowed all male Athenian citizens to participate in the Assembly, regardless of class, including the thetes, who were poor laborers living paycheck to paycheck. The suffrage was more widely distributed in ancient Athens than it was in early America.
The Areopagus may have had a property qualification, but not the Assembly.
Excellent lecture, despite my quibble about the franchise.
Great profesor! Enjoying your lectures!
what semester is that?
Wish I had teaches like this when I went to school he has a lot of passion calm and clean
I also cried when I read about the circumstances behind Socrates death and was a little embarrassed-thanks for the validation.
I’m 50 and taking A level philosophy. This was most excellent 🙌🏼
Edit Oh I just read this is degree level, might be out of my depth a bit! Looking forward to part 2 and off to read the dialogue again☺️
I love these lectures. Keep em comin man because I totally dig!
loved your part one. i just wanted to add that it mayb e good to mention that euthyphro= ΕΥΘΥΦΡΩΝ = ΕΥΘΥ+ ΦΡΩΝ = Straight thinker which might qualify as Socratic irony too. thanks
I did feel like I lost someone I got to know well when Socrates died.
I won’t lie, I shed a tear.
Greetings from Croatia prof. Rosenfeld! I'm glad I found your channel. Great lectures, love the enthusiasm. Encourages me to do more reading :)
Is Croatia found of Philosophy
@@jackdarby2168 what??
I enjoyed your presentation on the Euthyphro and I am excited to see you have presentations on other dialogues. Thank you. During the introduction you hit briefly on the difficulty of discerning whether Socrates-as-depicted is anything like the historical Socrates. I may be way off the mark here but I feel that Plato's aporetic dialogues are maybe a truer depiction of Socrates as he was. After all, Socrates supposedly professed to know very little about anything. On the other hand, anytime Socrates proffers "his own" opinion I think Plato was using his old tutor merely as a voice for his thoughts. The former dialogues are almost predominantly among Plato's earlier works while the latter fall within his transitional and later works -- when Plato would have more fully developed his own philosophy. What do you think?
Are examples of socratic irony euthyohro's definitions of piety? And also socrates somewhat begging for euthyphro to become his pupil? Thanks!
Love your passion.
Why do you keep on half closing the door?
He leaves the door open to new ideas.
A serious answer might be that the door is locked, but he allows everyone access in and out. It could be many possible reasons: air circulation, listening to the hallway, someone asked him to keep it open, or he wants people to feel open, comfortable and relaxed. Dunno man.
"It reads almost like a play!" **laughs in Attic Nights.**
Fantastic teacher!!!
what semester is that?
Excellent _!!_
I don't know what to say. But thanks a lot I learn a lot and I m going dig deeper thanks u don't know how much I mean it
58:29
Which book are you guys reading?!
classics.mit.edu/Plato/euthyfro.html
thank you
Socrates was handing out ratios like a math class
excellent
Clear
My father served during the Vietnam War and I wouldn't prosecute him for murdering vietnamese people. Maybe the vietnamese government would prosecute him, but I don't know. For myself, piety has little to do with anything.
@31.10
59:30 - meaningless action
The lecture is good, though
One of the fun things that comes with recording one's own lectures, is learning about all the weird little subconcious tics one has. The whole closing the door but not all the way thing is not something I realized I did until people on youtube pointed it out to me.
If I had to put together a _post hoc_ rational reconstruction, it's that there was probably some noise in the hall, so I wanted to shut the door. But sometimes these classroom doors lock when you close them, and I don't want anyone who was late, or who ducked out to go the the RR to be locked out. So maybe this is the meaning?
Or maybe it's just some weird thing I do for no good reason.
@@adamrosenfeld9384 As a person who does such things on the regular basis, I just find it, somewhat, delightful, to know that I am probably not so crazy.
And, yeah, thank you for your vids from all those 17 yo philosophy-enthusiasts such as myself, really appreciate what you are doing.
This is part of the problem. Why would anyone pay for this? The conversation had by a gathering of curious minds and careful readers would bear far more fruit than this all too popular "I'm the funny professor" stand up routine. A shame. Anyone wishing to dive into Plato seriously would have to rid themselves of the habits of mind that attending classes like this causes.
@@GCU-GreyArea Criticism of pedagogy and tone is hardly ad hominem. I could care less about the the prof personally. As far as I'm concerned the school that writes his check encourages such spectacle
@Grandis Cogitare Had just finished reading the text and was looking for someone to provoke thought. As Plato teaches us sometimes we must turn around after the fact to understand what what we were doing. And I'd call it disappointed more than serious. I didn't know it was going to a "clown show"
@Grandis Cogitare Perhaps. By all means cite in the lecture where you believe my "limited capacity" is most obvious and likewise where the "complex information" is. (I'm sure with your enormous capacity you effortlessly see the irony that were there "complex info" my criticism would become stronger.)
@Grandis Cogitare Is that Descartes? If it is perhaps a better question for you to ask, if you wish to maintain a criticism, is what habits of mind I might be referring to or, ultimately, why teach Plato at all?
@Grandis Cogitare lol . a simple "yes that is descartes" would've sufficed. All you've done is push the problem back to "why study philosophy at all?". Furthermore, Plato, and Aristotle, were comprehended just fine for centuries without the thing you deem necessary. It seems that in order to affirm your view philosophy must first be rejected in and footnoted to history. Lastly, I'm not sure efficiency is the right approach. It encourages categorizing and instrumental uses of reason when there is far more to be learned and discovered in the text. Again, I am not criticizing the profs personal character that would called ad hominem unless you've, with your high capacity mind no doubt, expanded the definition to everything anyone does whereby the prof could be masturbating and any criticism would be deemed ad hominem. None of what I stated is "to the man" but, again, to the approach which is content and methodological. I even made a concession that perhaps his lively hood is at stake and he is being paid to teach this exact class.